Images that Change the World

As most Americans go about their day, they forget about government debacles and the policy's which have afforded them all the conveniences, yet as a social worker, I believe it is my duty to help promote change however I see fit. Because as a nation, we suffer from short term memory loss, a systemic problem brought on by corporate media and the need to get our fix from the new cell phone or whatever it is that pulls ones attention from reality or being a compassionate human. If it weren't for journalist courageous enough to publish images of starving children in Africa, tortured people in Iraq or Afghanistan, or bodies floating down river from Rwanda to Tanzania, then genocide and other atrocious acts of violence would not stop. Is it a social worker's role to bring to the public attention of wrong doings or problems inflected by the system, I think it is...because s a social worker it is important to remember why one is a social work. To promote change for the betterment of humanity and the empowerment of the marginalized.
I recently was sent a link to a music video, which was pulled off the air for its harsh depiction of reality. Some believe this to be a illustration of what's going on over seas in Iraq, others believe it to be a take on what's happening in Sri Lanka, while other say it illustrates what's going on in the Southwestern parts of the United States. Whether or not any of these interpretations are valid is not the point; the point is that it is happening and it time to bring awareness to this reality. Shocking yes, necessary, absolutely! I had to stop and walk away from this video several times, because I was amazed at the content and the context, because it fits with what is going on along our U.S. boarders. Perhaps not at the level shown in the video, but never-the-less, it happening. I warn you, the following video link is graphic and not easy to watch, but very important to watch, because as a social worker, one may find themselves working with people that have suffered this type of atrocious action. Home invasions are know being discussed as a common practice among policy makers, believe it or not...

http://vimeo.com/11219730

Community Social Work: Getting In-tune with the People

Working from the ground, up affords a person the opportunity to investigate the community. I’m not saying I have done it the correct way or the most efficient way, but I did start by paying a visit to this community before deciding to move up here and make a go of it. What I didn’t know is where my journey would take me or imagine the possibilities I would gain by investing my time and energy into this community. I have always found it easy to make friends within whatever community I find myself living, which is directly a result from how I was raised. Being flexible at a young age and going with the flow is an asset I gained while being shuffled from one family and community environment to another.

As a student of social work, I find Rothman's Model appealing and applicable to social work practice, implementing his ideas of interpersonal skills, social planning and social action will be of great value. I cannot say that I have used Rothman's Model in its entirety; however, I have used some of the techniques without evening knowing it. Both as a soccer coach and social worker, I have collaborated with community partners to develop a prevention program for children who are victims of neglect and abuse, as well as a 6-a-side youth soccer league. Each provides different, yet excellent social and community building skills for all those participating. The youth prevention program is something I cannot take full credit for, because the collaboration and energy to facilitate the program was provided by Humboldt State professors and community social workers.

Rothman's Model

Interpersonal skills— skills regarding listening, communication, analytical,

feed-back, creativity, resilience, and mutual support; connect the different members of the community to collaborate to improve the community… Growth Mindset pushing oneself to think beyond the norm.

Social planning—also known as a needs assessment; knowing the demographics, behaviors, status, and theory (what’s driving the actions or problem).

Social action—what’s mobilizing people to protest, walkout, occupation, and boycotts (Yellow Bird, 2009).

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Reference

Yellow Bird, Micheal. 2009. Lecture on Functions of a Community, Social Work Practice, SW 643 December 5, 2009

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Breaking through Stereotypes

As we learned from movies like a Man Called Horse, the more “accurate” and “authentic” a film is said to be, the more extravagant it is likely to be in at least some aspects of its misrepresentation of Indians…the more “evenhanded” or even “sympathetic” a movie is supposed to be in its portrayal of Indians, the more demeaning it’s likely to be in the end…the more “sophisticated” the treatment of Indians, the more dangerous it’s likely to be[1].

Vine Deloria Jr.

Most directors (who are not Native American Indian) and their films that have attempted to represent the people of First Nations, their life, and cultural practices in a sympathetic or compassionate manner; however, they end up perpetuating the same dangerous stereotypes (savage, noble savage, dirty, heathens, sexual marauder, and etc.). These stereotypes have brought horrific consequences to the people the First Nations, and for this reason it is necessary to begin this paper using an idea from Ward Churchill by quoting Vine Deloria, Jr.

Even today, when we as a nation our said to be accepting of difference, we see directors like James Cameron illustrating how the white man is superior to people from a different culture. In the movie Avatar, the director plays on the sympathetic minds of his audience. He does this by facing good against evil, much the same way that every other non-Native American writer, director, or producer has done and continues to do. Just because one chooses to portray Native American in film, doesn’t mean there should be a plot to “save” the Indigenous People form their “savage and primitive” ways. Yes, I know this is a story is one of fantasy, but it illustrates the same old story. First planet Earth and its corporate military has discovered a much sought after resource and will do anything to acquire it and second it takes a white man to save the Indigenous People, making most viewer feel warm and fuzzy inside.

From the first movie portraying the life of Indigenous People, Nanook of the North (1922), directed by Robert J. Flaherty; to Dances with Wolves (1997), directed by Kevein Costner; to The New World (2005), directed by Terrence Malick, films have been a powerful message board for reinforcing the Master Narrative. For this individual the Master Narrative is history being told by the winners and these same messages can be found in American classrooms, teaching how the white man and his western expansion and the means deployed were justified, because it was guided by God.

If you are a person who enjoys film, and would like to start deconstructing the damaging stereotypes, may I suggest going out to your local video store or searching Netflix for the following films: Fast Runner, directed by Zazharia Kunuk; Doe Boy, directed by Randy Redroad; Skins, directed by Chris Eye; and Business of Fancy Dancing, directed by Sherman Alexie.

Reference

[1] Ward Churchill, And They did it Like Dogs in the Dirt…in Fantasies of the Master Race, page 225

What's Your Style?

It seems everywhere one looks, there’s always someone presenting their style. I do it, and I’m sure you do it. It just depends how adaptive an individual is to their environment and to how they want their style to appear. Leadership is a skill learned and a life long adaptation. There are all types of leaders, for all types of situations. Leaders emerge as teachers, politicians, social service providers, coaches, peer mentors and business executives. Recent history shows us that our nation leaders believe collaboration is when they have people working with err…for them, while maintaining that you either with us or against us. Sorry for the tangent, but its nice to say what’s on my mind now and then, no matter the topic or time; which is why this blog will point out the concept, “If you really knew me, you would know,” it has been a recent experience during my current education status that has sparked this particular blog. It’s always good to call it like it is, because when the reverse happens, then I cannot be offended or shocked! Of course, time and delivery are essential to making one’s point received with humility.

It so happens that during this educational journey, I have seen the growing pains of a wonder program and its future is bright. Hopefully, those with real sense will call out students for their lack of open mindedness and willingness to be challenged, most importantly dispelling the notion of entitlement of receiving an A, just because an individual put in a tremendous amount of hours. I heard an interesting interpretation of our society, “It’s no longer a society of we, it’s now a me first society.” For many reasons, I agree; thankfully I won’t go into all of them. Example, receiving an ‘A’ for your education projects, regardless of the time (or lack there of) you have spent. Yes, we (students) work hard and long, but those aspects are personal, don’t be attached to the outcome, just know you’ve done your best and you will be happy, Professor John Gai, Humboldt State University. Its about the overall impact, we are in graduate school, come up with something provocative; challenge the system, in public; stand-up and describe the treatment of youth, in public; don’ take no for an answer; or be content with being pigeonholed or an apparatus of the status quo. It’s not arrogance when you know your strengths, or speak directly to the situation; it’s sureness of self and knowing how you can best serve the people. Isn’t that why we go into social work, to travel in the direction of our passions, I know I did.

So, what’s your style? Are you going to challenge for systemic change? Do you believe that because you’ve put in a tremendous amount of work into a project you are entitled to receiving high marks or are you willing to accept critical thought and strive to rage to master? Lastly, are the new social workers (myself included) going to take on the system and advocate for change without asking how will I benefit? It hasn’t been until this last academic year, we (students) have been seriously challenged. Perhaps it has to do with our increased credit load or maybe it’s we have had the honor of having an instructor who has greater expectations then we or other facilitators have of ourselves. Either way, it is a sad reflection of our student body when we “look a gift horse in the mouth,” and a professor contemplates leaving within one year of their arrival. What does that say about our student body collective, well for me it says that we are not ready to be challenged with difficult task and if we are not ready for an academic challenge (a tougher grading system or images that change the world) how can we meet the challenges that our future clients face? Is your rage to master, based on the principles of entitlement or is it based on the values of social work? What’s your style? Are you going to be a leader of social change and upward mobility or are you going to be a leader of the status quo?

As a social worker, I will need to adapt a leadership style that supports collaboration and participative qualities; because I seek to develop as a leader in youth prevention programs. In order to do that, I must first understand the time it takes to develop the necessary skills it takes to be a leader for change. Having said that, there are three important steps which I will need to follow; first, I must be a team member within a community agency. Secondly, understanding the roles that history and trust play toward the quality of leadership, being a team member it is essential to trust in the information and directions the leader is giving for the course of action. If there has been disappointment numerous occasions by the leader then uncertainty becomes the challenge (Brody, 2005, p.153). Thirdly, developing a strong sense of community-awareness/cultural responsiveness, will better equip me for a leadership role.

Reference

Brody, Ralph. (2005) Effectively Managing Human Service Organizations, Third Edition

Sage Punblications, INC. Thousand Oaks, California

Too Many Hands in the Cookie Jar

32 years ago (1978), education in California began its rapid decline to the national doldrums of education, left without climbing instruments. I would argue that the majority of Californians would agree with me, when I say education should be funded by public funds. I would also argue that Californians would truly get behind funding education through a way that is balanced. I see California as failing its citizenry and the citizenry is failing California. Unless we stand together and embrace reality, we will continue to fail ourselves. Nothing ventured, will be nothing gained. If it meant making that hard decision of taxation, then I say tax.

Two years ago, there was a small grassroots movement attempting to put this issue on the ballot, unfortunately they were unsuccessful. While at the same time, there was an Assembly Bill (AB) 2372—2008 which failed to make any headway within the state senate. Both proposals shared the same idea, which was to create a 1% tax on the first million dollars an individual earns; which would earn a reported 2 billion dollars for education (AB 2372, page 4). I believe all is fair in taxation (e.g. no taxation without representation), if every Californian, between 25—64 years of age donated $20 dollars at tax time; multiplied by 20 million people (roughly), we would generate $400 million dollars for education. Bringing the total to 2.4 billion just for education, if this were to be put in place along with revamping our property tax laws to help get back to the golden age of responsively educating our citizenry, then we would climb out of the doldrums. According to the California Post-secondary Education Commission (CPEC), for every one dollar spent on higher education, we see 3 dollars in (http://www.cpec.ca.gov/). I find it necessary for the leaders of California to cross party lines (against their constituency), so California can become self-sustaining, once again. This would require participatory leadership at all levels, from the voter to the governors office. According to Ralph Brody, in Effectively Managing human Service Organizations, participative leadership, is when a leader’s presents an idea and invites feedback, but retain final decision making authority. Also, they want their employees to suggest alternative solutions (R. Brody, p. 4).

When addressing California, Governor Arnold Schwarzenegger pointed to the problem and said there is a need for change in the law. "What does it say about a state that focuses more on prison uniforms than caps and gowns?" Governor Schwarzenegger said. "The priorities have become out of whack…Thirty years ago, 10% of the general fund went to higher education and 3% went to prisons. Today, almost 11% goes to prisons and only 7.5% goes to higher education." (http://realcostofprisons.org/blog) Charles B. Reed, chancellor of the 23-campus Cal State system, acknowledged that gaining approval for the measure would require "heavy lifting," but said he thought it ultimately could win favor with the Legislature and voters." It's a step to begin to change the culture of California back to investing in California's future rather than just paying expenses for California's failures," Reed said (http://realcostofprisons.org/blog). Education is a part of our society’s foundation, which holds tremendous value not only economically, but socially. Life is a continuous journey of experiences that hold lessons for all generations, and it’s just as important to have a balanced source of education as it is for it to be available.

Steve Boilard, Director of Higher Education issues in the Legislative Analyst's Office, questioned the proposed link between higher education and prisons, even if it might appeal to voters." Its apples and oranges," he said of universities and prisons. "Why should state spending on higher education be determined on how much we save on prison reform http://realcostofprisons.org/blog?” President Mark G. Yudof, president of the 10-campus UC system, said he did not know whether it was politically wise to link university and prison funding. But he hailed the governor's plan as "a very useful opening salvo" to restore higher education funding http://realcostofprisons.org/blog. This would mean a real change in the system and how money is divided. We could do way with the “general fund cookie jar” and create separate jars for separate needs, with independent or oversight committees monitoring the expenditures. Because we all know what happens when there are too many hands in the cookie jar, nothing but crumbs are left.

Partnering with the Youth--Part 2

Culturally responsive and relevant after school/summer programs for Native youth in Humboldt County are not prevalent, considering that Humboldt County has the largest Native American population in California, I see that as an issue. While being a service provider for Native youth in Humboldt County, I have be a part of conversations regarding the lack of culturally relevant and responsive curriculum's within the mainstream education, and after school programs. By providing educational opportunities after school and during the summer, specifically for Native youth that are designed to enhance their self identity, community, and educational journey within the mainstream schools. Many now agree that the traditional school day and calendar alone are not enough to produce continuous learning improvements and, as a result, believe that expanding the school day and the school year is a promising solution to support student success (1). But what does that expansion look like? Currently, there are several school-based and school-linked models being implemented and tested, all of which include schools as a core component of a larger education strategy(1).

Approaches to expanded learning

Afterschool programs: structured programs in out-of-school time that coordinate with schools and provide children and youth supervised and safe activities designed to promote learning across time, contexts, and developmental stages.

Summer learning programs: structured programs and enrichment activities designed to supplement academic learning and promote enrichment opportunities during the nonschool summer months.

Extended day and year schools: school models that expand the traditional school day and calendar in order to balance the core curriculum with enrichment opportunities, often including afterschool programs.

Community schools: comprehensive public schools that provide a range of services and supports for children, youth, and families across the day and throughout the year.

School–community networks: intentional connections between schools and community organizations for the purpose of promoting and supporting students’ learning needs.

Online learning: virtual courses and out-of-school time programs that utilize the Internet and digital media to provide learning to students across time, geographic boundaries, and contexts (2).

The vision of Untied Indian Youth Council (UIYC) was created to be a branch of Two Feathers Native American Family Services (Two Feathers) that provides an outdoor adventure based education and therapeutic program; with the goal providing preventive and supportive services for youth and families. UIYC after school program will offer multiple levels learning for all school age children. There will be culturally relevant activities such as; art and song, regalia classes, and story-telling that specifically relate to ceremonies and seasons throughout the year. These types of components will provide all Native youth the opportunity to connect with their community, natural environment, and cultural identity with the goal of building personal strength, self confidence and a better sense of self. Another aspect of UIYC will be academic support services, Native youth/peer mentoring, and life skills classes, as well as Narrative Family Conferencing facilitated by culturally responsive counselors. Jeffries and Singer put forth evidence that supports why it has been difficult for American Indian/Alaska Native students to complete their educational journey. They have illustrated that “alternative schools offer a wide variety of ways in which nontraditional students can become or stay connected to education” (Jeffries et al, 2003 p.43). To ensure that UIYC program relates to the Native youth and their culture, the after school program will provide (1) Native American Indian youth development—culturally empowering the youth to gain a sense of self worth by engaging in cultural specific traditions with Tribal Elders. (2) Cultural Relevant Activities—Tribal specific practices i.e. ceremonial dances, songs, story telling, basket making, river restoration, and etc. (3) Culturally Responsive program facilitators—Tribal elders and/or educators with an understanding of American Indian needs and concerns, traditions, and culture. (4) Native American Youth Mentors—Native American peer mentors of high school and college age. All of these aspects will provide the Native youth with support and guidance as they take on life’s challenges.

Children benefit from positive connections to parents, peers, the community, and other societal institutions. The good news is that connections can be compounding; that is, connections may foster developing relationships in other contexts and participating in structured activities. Of course, causality probably goes in both directions, from family to community as well as from community to family(3).

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1 Little, Priscilla M. Supporting Student Outcomes: Through Expanded Learning Opportunities President and Fellows of Harvard College Harvard Family Research Project. Harvard Graduate School of Education. Cambridge, MA 2009

2 Malone, H., Weiss, H., & Little, P. Rethinking time and learning; in press at Harvard Family Research Project. Cambridge, MA

3 Wilkenfeld, B., Moore, Kristin Anderson, and Lippman, Laura Neighborhood Support and Children’s Connectednes. Washington, DC February 2008 www.childtrends.org (accessed February 2010)

All Things Subjective: Challenging to being Objective

It is my understanding that the nature of social world is driven by interpretations of the words used, to the interventions social workers practice. Every individual is formed by their ecological systems (Urie Bronfenbrenner) also known as social environment, or the nature/nurture, whether it influences ones thought process or emotional responses creating a paradigm where subjectivity influence too many of an individual's choices. From ones spirituality, life experiences or education; therefore, objectivity is truly a challenging state of being, but obtainable.

The First Draft of the Moral Mind—“The initial organization of the brain does not rely that much on experience…Nature provides a first draft, which experience then revises…’Built-in does not mean un-malleable; it means organized in advance of experience.” (Gary Marcus, 2004) for more information, please follow this video link

http://www.ted.com/talks/jonathan_haidt_on_the_moral_mind.html

As I look to practice social work, I will draw from the knowledge, experiences, and lessons lived by my kin (family & friends past, present and future) without realizing it; because my subconscious instinctively takes charge. Taking into account the need to be culturally responsive to another individual, family, or community is imperative to all things within the profession of social work. Before a social worker begins to facilitate the helping and healing process with clients (,individual, family or community) it is my belief to first ask oneself; what is influencing the intervention and is it in sync with the client's values and cultural beliefs?
Before I try to answer this question, I first must understand the difference between cultural competency and cultural responsiveness. Secondly, to better understand what resources are available and responsive to a particular client. Thirdly, help facilitate and action plan that encompasses all things the consumer believes is in their best interest and supportive to their helping and healing process.

Cultural Competency vs. Cultural Responsiveness

Throughout the past 5 years, I have been a member of the Humboldt State University student-body and during this time, I have taken part of discussions and working partnerships which have framed the idea of achieving "culturally competency." I believe that a person (like myself), who is a white male cannot achieve cultural competency outside my own culture. Also, I believe the assumption of achieving cultural competency sets the stage for a divided discourse between individuals, communities, and cultures. I have come to realize this with the help from my field-placement supervisors (Yurok Tribe Social Services, Two Feathers Native American Family Services, and Humboldt County government agencies), professors, and professional peers who are Native American; thank you for being wonderful teachers.

Partnering with the Youth

As I sat down to reflect on the day, I was still overwhelmed by the powerful emotions combined with the capacity to love and to heal each others pain and offer support for a stronger tomorrow.

Today brought on a multitude of emotions

Reflecting—Rejoicing—Releasing, tears of strength—of sorrow

Not meant for the events of yesterday

But to strengthen our being, to support us through a better tomorrow

The humility was yesterday-today

Dignity-Community-Sanctity

Tears of Strength for tomorrow

Tomorrow…

Teen Challenge was only a phrase I heard, an organization I knew little about. The inspiration brought to our community by Teen Challenge helped ignite thought of how to become a dynamic and compassionate social worker. I have found that by just being present and gentle in approach; trust is gained. Not being directive or corrective, but being a source of acknowledgment and participative creates an avenue of dialogue. Much in the same way putting oneself in a vulnerable state, disclosing just enough so the students see you as someone who has made mistakes; presenting from a humble and honest standpoint enhances relationship building.

Teen Challenge is highlighted by the “get real” approach between peers and adults. In support of adults working within the high school arena, Teen Challenge is a very positive experience which allows for bonds to be forged and relationships of trust to be nurtured. Not just between the student and “educator,” but between fellow students who previously were friends and now find themselves at odds with one another. Last week for the students who chose to participate found themselves challenging their motives, values, and cliques they identify with. The beginning stage of healing between students was a powerful experience and I am honored and thankful to have been a part of such an empowering process, because it allowed me to filter through emotions that pervade some of my thoughts and actions. Witnessing young people standing in front of 125 of their peers and apologizing for be a “bully or a gossip queen” was powerful and shows what a little self-reflection and disclosing can do.

The act of putting oneself in a vulnerable state while working with young people who already lack a strong trust in adults is empowering to the social continuity of the school community. Doing this helps build character and helps model strong aspects of character, as Stephen R. Covey explains...

“Our character is a collection of our habits, and our habits have a powerful role in our lives. Habits consist of knowledge, skill, and desire. The seven habits moves one through the following stages: Dependence is the paradigm under which we are born, and relying on others to care for us; Independence is when we begin to take care of ourselves and make our own decisions; and Interdependence is the paradigm under which we cooperate to achieve something we cannot do independently.” (Covey, S.R. 1990)

As each social worker develops their habits, which can be an individual journey, it is also a journey that is led by another person’s knowledge, a guide or a model that shares your same vision. “If you want to accomplish something that demands determination and endurance, try to surround yourself with people possessing these qualities” (Restak, R. 2004 pp.36-37). It is my belief that social work demands a determined soul and compassionate heart, as well as endurance to with stand the most challenging situations. This is why social work practice is a conglomerate of people and their experiences, communities and their resources, individuals and their resiliency, a trust relationship between agency and client. Social work practice is an ever changing process taken on by people with the capacity to do right by their neighbor.

Covey, Stephen R. (1990). Seven Habits of Highly Effective People, Free Press

Restak, R. (2004). The New Brain: How the Modern Age is Rewriting Your Mind. Rodale, Inc.